land survival survival.pdf

7/27/2019 land survival survival.pdf

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LESSON PLAN

COURSE TITLE: Land SurvivalP-9E-1237

CLASSIFICATION: Unclassified

LESSON TOPIC NUMBER: 1.1

LESSON TOPIC: Medical

ALLOTTED LESSON TIME: 1.0 Classroom

INSTRUCTIONAL SUPPORT:

1 Classroom instructor

INSTRUCTIONAL REFERENCE:

1. Basic Survival Medicine, ATC Maxwell

AFB 1980

2. Emergency Care, Grant Murry 1971

3. Management of wilderness andEnvironmental, Auerbach & Greeher 1989

4. Harrisons Principales of InternalMedicine, 12

thED 1991

5. Control of Communicable Diseases inMan, Benenson 1981

6. Medical and Health Encyclopedia,Ferguson 1983

June 2004

TERMINAL OBJECTIVE:Partially supported by this lesson topic:

1.0 Upon Completion of this unit ofinstruction the student will demonstratebasic land survival skills without injury

to personnel or damage to equipment.

ENABLING OBJECTIVE:Completely supported by this lesson topic:

1.1 Identify the two major types of coldinjuries and their treatment.

1.2 Identify the four major types of

heat disorders and their treatment.

1.3 Select the five methods ofcontrolling bleeding in a survivalepisode.

1.4 Select the correct steps to treatfractures, dislocations, sprains,and other injuries.

1.5 Select the correct treatment forburns.

1.6 Identify the correct treatment forshock.


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DISCUSSION POINT RELATED INSTRUCTOR ACTIVITY

1.1-2

7. Emergency First Aid, American MedicalAssociation 1993

8. AFPAM 36-2246, Aircrew Survival

INSTRUCTIONAL AIDS:

PowerPoint presentation

CRITERION TEST:

Examination JS1490

HOMEWORK: None


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INTRODUCTION

A. Establish Contact. Display name and lesson topic.

1. Introduce self, give rank, current job. View slide 1

2. State background, schools, duty stations, etc.

3. State question and answer policy.

4. State Training Time Out policy.

5. Ask for medical concerns:

a. Has anyone gone to the hospital/branch clinic

for treatment within 24 hours, and are youtaking any medications?

b. Has anyone taken over-the-counter medicationswithin 24 hours?

c. Are there any potentially disqualifyingillnesses/conditions?

B. State Lesson Objectives. Turn to cover page of Lesson Planand paraphrase objectives.

View slide 2

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C. Establish Readiness

1. Motivating statements:

State how students will use course material.

State why students need to know the lessonmaterial.

2. Lesson overview

a. Lesson Topic: Medical

b. Major Teaching Points. View slide 3

(1) Cold/heat injuries.(2) Bleeding.

(3) Common injuries to bones and joints.(4) Burns.(5) Shock.

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PRESENTATIONA. Cold Related Injuries. View slide 4

1. Superficial frostbite. View slide 5

a. Occurs as a result of direct contact withcold object or exposure to cold air.

b. Usually unaware condition is occurring.

c. Signs and symptoms.

(1) Tingling, stinging, numb sensation.

(2) Light skin reddens.

(3) Dark skin lightens.

(4) Later becomes white and waxy inappearance.

d. Treatment.

(1) Remove from cold environment (shelter).

(2) Warm effected area using body heat.

(3) Do not rub or massage the effected area.

View slide 6

View slide 7


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2. Deep frostbite. View slide 8

a. Progresses from untreated superficialfrostbite.

b. Can affect muscles, deep blood vessels andbones (all tissue can become frozen).

c. Signs and symptoms

(1) Color progresses from white and waxy tograyish blue.

(2) Swelling and blistering.

d. Treatment.

(1) Remove from cold environment (shelter).

(2) Cover area and handle with extremecaution.

(3) Leave frozen DO NOT THAW OUT.

View slide 9

View slide 10

e. Prevention.

(1) Cover all exposed tissue.

(2) Dress intelligently.

a. Head covered.

View slide 11


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b. Feet and hands protected.

c. Clothing loose layered and dry.

(3) Use buddy system.

3. Hypothermia. View slides 12 & 13

a. Lowering of the body core temperature.

b. Can occur with temperatures up to 60 degreesF.


(1) Shivering in early stage. In severecases, shivering becomes absent.

(2) Loss of sensation.

(3) Loss of judgment/decreased level ofconsciousness.

(4) Loss of motor coordination.

View slide 14

d. Treatment and prevention.

(1) Remove wet clothing.

(2) Provide warm, nonalcoholic fluids ofconscious.

(3) Move to a warmer environment.

(a) Shelters.

View slide 15


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(b) Fire.

(4) Rewarm slowly.

B. Heat Disorders. View slide 16

1. Prevention.

a. Maintain body fluid levels.

b. Proper use clothing.

c. Conserve sweat not water (dont over exert).

View slide 17

2. Dehydration Occurs when loss of required bodyfluids are not adequately replaced.

View slide 18

a. Signs and symptoms.

(1) Headache.

(2) Irritability.

(3) General ill feeling.

(4) Dark yellow urine.

b. Treatment.

(1) Drink as much water as possible tomaintain adequate hydration. DO NOTRATION WATER.

View slide 19


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3. Heat cramps. View slide 20

a. Occurs with prolonged exposure to excessiveheat.

b. Salts are lost by the body through sweating.

c. Symptoms.

(1) Muscle cramps.

(2) Usually in legs and abdomen.

(3) Extreme pain.

d. Treatment.

(1) Remove from heat and allow for rest.

(2) Drink fluids.

(3) Massage effected area.

(4) Moist damp cloth over cramped muscle.

View slide 21

3. Heat exhaustion. View slide 22

a. A form of shock brought on by exposure toexcessive heat.

b. Direct loss of fluid and salt.



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(1) Heavy perspiration.

(2) Pale, cool, ashen skin.

(3) Altered state of consciousness.

(4) Weak, rapid pulse.

d. Treatment.

(1) Remove from direct heat.

(2) If conscious, drink fluids.

(3) Rest.

(4) Loosen clothing.

View slide 23

4. Heat stroke. View side 24

a. The most severe form of heat disorder.

b. Bodys temperature regulation mechanismsfail.


(1) Hot, dry, flush skin.

(2) Lack of sweating.

(3) Loss consciousness/altered mentalstate.

(4) Rapid but weak pulse.


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(5) Possible seizures.

d. Treatment and Prevention.

(1) Remove from direct heat/rest.

(2) Increase water intake, if conscious.

(3) Cool body by any means available.

View slide 25

C. Bleeding. View slide 26

1. Types of bleeding.

a. Capillary (least severe).

b. Venous (dark red, oozing), not as serious butmay cause further complications.

c. Arterial (bright red in color, squirting)could cause you to bleed to death in 60seconds or less.

d. Adult body contains about 6 liters of blood.Immediate control of bleeding is essential.

2. Severe bleeding symptoms. View slide 27

a. Weakness.

b. Shock.


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c. Possible death.

4. Controlling bleeding. View slide 28

a. Apply direct pressure.

b. Elevation.

c. Utilize pressure points.

d. Constriction band.

e. Apply tourniquet (only use as last resort).

View slide 29

View slide 30

View slide 31

View slide 32

D. Common injuries to bones and joints. View slide 33

1. Fractures.

a. Closed: No damage to skin by broken bones.

b. Open: The skin has been damaged by brokenbone protruding through it.

View slide 34

2. Dislocations. View slide 35

a. When bone is forcibly displaced from joint.

3. Sprains. View slide 36

a. An injury to the ligaments and soft tissuesthat support a joint.

4. Treatment. View slide 37


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a. Cover all wounds.

b. Splint the affected area.

(1) Around joint, immobilize the bone aboveand the bone below.

(2) For a bone, immobilize joint above andbelow.

c. A sling may be used to immobilize adislocation to help reduce pain.

d. Do not manipulate fractures. This can causedamage to arteries and veins.

E. Burns. View slide 38

1. This injury is about the most serious and painfulof all injuries, under any circumstance.

2. Degree of burns.

a. First degree: Only the superficial layer ofskin is affected (sunburn is an example).Recovery time occurs naturally, within a week.

b. Second degree: Characterized by blisters.Recovery takes between 2 to 3 weeks. Keeparea clean and place a bulky sterile dressingover the burn. DO NOT POP THE BLISTER. THISCAN CAUSE A SEVERE INFECTION.

c. Third degree: Characterized by white and blackcolor, possibly all the way to the bone.


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Recovery varies based on the percentage of the

body burned.

3. Treatment. View 39

a. 1st

or 2nddegree burns.

(1) Apply cool, moist sterile dressing.

(2) DO NOT apply and ointment or salve.

b. 3rd

degree burn.

(1) Apply DRY sterile dressing.

(2) DO NOT apply any ointment or salves.

c. Drink small sips of water when available.

View 40

F. Shock. View slide 41

1. In every injury you will experience some degreeof shock, and it can be fatal.

2. Primary types of shock. View slide 42

a. Hypovolemic - Commonly a result of fluid or

blood loss (e.g., severe thermal burns,crushing injuries).

b. Psychogenic (fainting) - Frequentlyexperienced immediately following anemergency. Caused by temporary dilation ofblood vessels which reduces blood flow to thebrain.


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3. Signs and symptoms common to shock. View slide 43

a. Restlessness and anxiety (mental confusion).

b. Weak and rapid pulse.

c. Cold, clammy skin.

d. Profuse sweating.

e. Pale or bluish skin.

f. Shallow, labored breathing.

g. Dilated pupils.

h. Loss of consciousness.

4. Treatment. View slide 44

a. Control all bleeding.

b. Stop all activities.

c. Increase water intake.

d. Elevate legs (only if you do not suspect aspinal injury).

e. Maintain body heat.

SUMMARY AND REVIEW:View slide 45

A. State lesson objectives.Turn to cover page for objectives


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B. Review major teaching points.

Briefly summarizeAPPLICATIONNone

EVALUATIONNone

ASSIGNMENT

Read AFPAM 36-2246, chapter 3.


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3. 24-foot parachute

1.2-1

LESSON PLAN

COURSE TITLE: Land Survival

P-9E-1237



LESSON TOPIC: Personal Protection


.5 Lab




1. NAVWEPS 00-80T-56, Survival Training

Guide

2. How to Survive on Land or Sea, NavalInstitute Press

3. AFR 64-4, Survival Training Manual


INSTRUCTIONAL AIDS:

1. PowerPoint Presentation

2. Shelter display

4. Fire Starting Kit

June 2004


1.0 Upon completion of this unit of

instruction to student will demonstratebasic land survival skills without injuryto personnel or damage to equipment.


1.7 Identify proper clothing principlesto maintain personal protection.

1.8 Identify shelter considerationsused to select the location andtype of shelter.

1.9 Select the correct construction anduse of fires.

1.10 Observe a demonstration on ignitinga fire using material found duringsurvival.

CRITERION TEST:

Performance Test

Examination JS1490


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HOMEWORK:

None

INTRODUCTIONA. Establish Contact. Display name and lesson topic.






a. Has anyone gone to the hospital/branch clinicfor treatment within 24 hours, and are youtaking any medications?




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1.2-3

C. Establish Readiness. View slide 2



State why students need to know the lesson

material.

2. Lesson overview.

a. Lesson Topic: Personal Protection

b. Major Teaching Points.

(1) Essentials of shelters.

(2) Shelter hazards.

(3) Firecraft.

(4) Snow cave.

(5) Canopy preparation.

(6) One-person shelters.

(7) Framework lean-to.

(8) No-pole shelter.

(9) Desert sun shade.

View slide 3


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(10) Fire reflector.

1.2-4


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PRESENTATION

A. Clothing.

1. Factors affecting personal protection. View slide 4 thru 6

a. C- Clean.

b. O- Avoid overheating.

c. L- Loose and layered.

d. D- Dry.

e. E- Examine.

f. R- Repair.

View slide 7 thru 15

B. Shelters. View slide 16 & 17

1. Shelter considerations.

a. Considerations for shelter vary due todifferent environments.

b. Provide protection from elements.

(1) Wind.

(2) Rain.

(3) Sun.

(4) Cold.

View slide 18 & 19


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c. Provides protection from predators.

(1) Insects.

(2) Snakes.

(3) Small animals.

d. Opening of shelters will be 90 degrees to theprevailing winds and down slope.

e. The time spent building a good shelter iswell worth it. A good nights rest mayincrease travel effectiveness by as much astwo hours the next day and enhance mental andphysical abilities.

View Slide 20

2. Shelter site selection (Be aware of thefollowing):


a. Low areas- No drainage.

b. Dry lake or stream beds- Flash flood.

c. High ground- Too cold in winter.

d. Dead standing trees- May fall on campsitedue to wind.

e. Effective base for signaling.

f. Rock slide and avalanche areas.

g. Ant hills and bee hives.


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3. Shelter types.

a. Immediate action.

(1) Aircraft.

(a) Aircraft can be used for shelter inmild climates.

(b) Do not use for shelter in hot or

cold environments.

(2) Other types.

b. Improvised shelters.

(1) Desert shelter- Construct by using onesection of colored parachute materialand one section of white parachute

material.

(a) Use white layer on top to reflectheat and colored layer under whitelayer to protect from ultravioletrays.

(b) Stretch each layer of parachutematerial between three objects.

(c) Place life raft under sun shade toelevate body above desert surfaceor dig a trench to lower body 12-18inches below desert surface (30degrees cooler 10-12 inches aboveor below desert surface).


View slide 28

View slides 29 thru 35

View slide 36


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1.2-8(6) Roll apex under the lean poles at the

(2) Para A frame.

(a) Constructed for one person.

(b) Stuff layers with vegetation forcomfort and insulation.

(c) The tighter the canopy, the moreprotection from rain.

View slide 37

c. Parahammock (use in wet conditions).

(1) Build the same as para (A) frame.Suspend between three trees or poleswith skirt higher than apex.

(2) Use a platform beneath it to preventsagging.

d. Framework lean-to.

(1) Start with two upright 8-foot poles, ortwo trees close together.

(2) Attach one 10-foot pole to the inside ofthe uptight poles.

(3) Next attach three lean poles.

(4) Tie canopy together.

(5) Attach canopy to frame with the skirthem at the opening using bow knots.

View slide 38



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back of shelter.

(7) Can be constructed to house one personor many.

(8) Can be constructed out of parachutecanopy or natural materials.

(9) If using natural materials, roof will bethatched by starting at bottom and

working up like shingles on a roof.

4. Canopy preparation- Before a parachute canopy canbe used to construct a shelter it must beproperly prepared to ensure tightness andstability.

View slide 45

a. Cut lines 20 inches below skirt hem.

b. Locate zigzag stitching near apex ofparachute.

c. Pull on parachute for tension on canopy linesand carefully cut below stitching to releasetension.

d. In order to ensure parachute material iswater repellent it must be pulled tight and

be wrinkle free.

View slide 46 & 47

View slide 48

View slide 49

View slide 50


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C. Fires. View slide 51

1. Elements of fire.

a. Heat.

b. Fuel.

c. Oxygen.

View slide 52

2. Uses of Fire.

a. Signaling.

b. Cooking.

c. Warmth.

View slide 53 & 54

View slide 553. Fire Reflectors.

a. Used to direct heat into shelter.

b. Build out of logs, rock, or parts ofaircraft.

c. Reflector should be, at a minimum, 2/3s aslong as the opening of shelter and 4 feethigh.

4. Fire safety.

5. Tinder. View slide 56


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a. Easiest to start.

6. Kindling.

a. Pencil size or smaller, and easily started.

7. Fuels.

a. Long burning materials, started by kindling.

8. Ignition aspects.

a. Flint stick.

b. Matches.

c. Magnified glass

d. Friction Fire-wood on wood View slide 57 thru 59

D. Tour Arboretum.

1. Explain all stations. Demonstration of the friction firestarting technique will beperformed in the designated areaand closely supervised by the NASCinstructor assigned.

1. The designated area is free ofall flammable material prior todemonstration.

2. All students will remain at asafe distance whiledemonstration is being


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performed.

3. The instructor will strictlylimit combustion and extinguishany flame produced.

4. After the demonstration iscomplete the instructor willensure all materials arecompletely extinguished and

placed in proper container.

In the unlikely event that thereis a fire that the instructor isnot able to extinguishimmediately, the instructor willevacuate the facility andtelephone NASP Fire Dept. 2-3333.


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SUMMARY AND REVIEW:

A. State lesson objectives. Review all items.

B. Review major teaching points. Turn to cover page for objectives.

APPLICATION: Briefly summarize.None.

EVALUATION:None.

ASSIGNMENT:None.

1.2-13


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1.3-1

LESSON PLAN

COURSE TITLE: Land Survival

P-9E-1237



LESSON TOPIC: Signaling Devices andRecovery






2. FM 21-76 Survival, 06-92


INSTRUCTIONAL AIDS:

1. PowerPoint Presentation

2. Appropriate signaling devices

June 2004


1.0 Upon completion of this unit ofinstruction the student willdemonstrate basic land survivalskills without injury to personnelor damage to equipment.


1.11 Select the proper signaling devicesfor rescue.

1.12 Identify the correct survivor rescueresponsibilities for communication

and recovery.

CRITERION TEST:

Performance Test

Examination JS1490

HOMEWORK: None


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View slide 2

1.3-2


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C. Establish Readiness.




2. Lesson overview. View Slide 3

a. Lesson Topic: Signaling devices and recovery.


(1) Emergency signaling.(2) Static signal fire.(3) Using signaling devices safely.(4) Rescue communications.

(5) Recovery.

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PRESENTATION

A. Emergency Signaling. View slide 4

1. Emergency signaling.

a. Electronic devices. View slide 5

(1) AN/URT-33A beacon.

(2) PRC-90.

(3) PRC-112.

(4) PRT-5 beacon.



View slide 12 & 13

b. Pyrotechnics. View slide 14

(1) MK-13 Mod O.

(2) MK-124.

(3) MK-79 pencil flare kit/gyro jet.

View slides 15




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c. Other signaling devices. View slide 22

(1) Aircraft.

(2) Helmet.

(3) Parachute.

(4) Signal mirror.

(5) Sea dye marker.

(6) Strobe light/flashlight.

(7) Space blanket.

(8) Natural materials.

View slides 23 & 24

View slides 25 & 26

View slide 27


2. Static signal fire.

a. Construction. View slide 31

(1) Three 8-foot poles sit in tripodwith base three feet apart.

(2) Shelf 18 inches above ground.

(3) One foot of green vegetation for day

signal fire (smoke).

(4) Fill entire tripod with all brownvegetation for night signal fires(flames).


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b. Placement.

(1) Normally 50-100 feet apart intriangle.

(2) On beach, place 50-100 feet apartabove the tide line in a straightrow.

(3) In jungle, find a stream or river,

build three rafts, place signal fireon rafts and secure to bank.

c. Ignition sources.

(1) Flares, torches, etc.

(2) Keep dry and store by signal fire orequipment rack.

d. Time limits for signaling aircraft.

(1) You have approximately 40 secondsfor jet.

(2) You have approximately 2 minutes fora prop.

(3) Have material ready and available atall times.

(4) Only fire flares when directed byrescue.


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3. Using signaling devices safely.

a. Always familiarize yourself with the safetyrequirements for all signaling devices.

b. Aircrew members should make note of firingprocedures and safety precautions.

B. Communication and Recovery. View slide 32

1. Rescue communications.

a. Contacting an aircraft with radio andguiding the pilot to you location.

(1) Mayday Mayday.

(2) Call sign (if any).

(3) Location.

(4) Number of survivors.

(5) Any medical aid or other specific typeof help needed immediately.

(6) Listen.

b. Beacon transmissions will override allvoice transmissions.


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c. Recovery site. View slide 33

(1) Pick a high terrain in the immediatearea.

(2) Check for any obstacles.

d. Recovery procedures for helicopters. View slide 34

(1) Secure anything that could become

caught up in the helicopters rotors.

(2) Stay clear until aircraft is onground.

(3) Wait util crewmember comes out toassist or signals you to come aboard.

2. Preparation: Always be prepared for any survival

situation.

a. Check signaling equipment thoroughly beforeevery flight.

b. It is your responsibility to make sureeverything is in proper working order.


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1.3-9b. Hoist recovery (recovery hoist).

3. Survivors responsibility for recovery.

a. Select appropriate recovery site.

b. Know how to use emergency signals.

c. Dont jeopardize safety.

d. Be knowledgeable of rescue procedures.

4. Initiate contact with recovery.

5. Vector aircraft to position. View slide 35

6. Supply additional information as requested byrescue procedures.

7. Helicopter rescue procedures.

a. Landing recovery procedures.

(1) Approach single rotor helicopters fromthe 3 & 9 oclock position.

(2) Approach twin rotor helicopters from therear.

View slide 36

View slide 37

View slide 38

View slide 39


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(1) Forest tree penetrator.

(2) Rescue strop.

(3) Double rescue hook.

(4) Coast Guard basket.

(5) Stokes litter.

(6) STAR recovery system.

View slide 40

View slide 41

View slide 42

View slide 43

View slide 44

View slide 45


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SUMMARY AND REVIEW: View slide 46

A. State lesson objectives. Turn to cover page for objectives.

B. Review major teaching points. Briefly summarize.

APPLICATION:None.

EVALUATION:None.

ASSIGNMENT:Read AFPAM 36-2246, Chapter 5

1.3-11


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1.4-1

LESSON PLAN

COURSE TITLE: Land Survival June 2004

P-9E-1237



LESSON TOPIC: Food and Water





1. NAVAIR 00-80T-1012, NATOPS SurvivalManual


3. NAVWEPS 00-80T-56, Survival TrainingGuide

4. Wilderness Survival, Bernard Shanks


INSTRUCTIONAL AIDS:

PowerPoint Presentation


1.0 Upon Completion of this unit ofinstruction the student will demonstratebasic land survival skills without injuryto personnel or damage to equipment.


1.13 Identify water requirements.

1.14 Identify water sources, procurementand purification.

1.15 Identify food sources.

1.16 Identify cooking methods.

CRITERION TEST:

Performance Test

Examination JS1490

HOMEWORK: None


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B. State Lesson Objectives. View slide 2

Turn to cover page of Lesson Planand paraphrase objectives.

1.4-2


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2. Lesson overview.

a. Lesson Topic:


(1) Water requirements.

(2) Water procurement.

(3) Purification.

(4) Food sources.

(5) Cooking methods.

1.4-3


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1.4-4

PRESENTATION

A. Identify water requirements.

1. A person may be able to live for weeks withoutfood, but a person who has had no water can beexpected to die within days.

2. Daily requirements. View slide 4

a. Normal environment (4 quarts).

b. Desert environment (8 quarts).

B. Identify water sources, procurement and purification. View slide 5

1. Water sources. View slide 6

a. Surface water. View slide 7

(1) Lakes.

(2) Rivers.

(3) Streams.

(4) Springs.


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1.4-5

b. Precipitation. View slide 8

(1) Rain.

(2) Snow.

(3) Ice.

(4) Dew.

(5) Sleet.

c. Subsurface. View slide 9

(1) Wells.

2. Indications of possible water sources. View slide 10

a. Drainage and low-lying areas.

b. Dry lake or stream bed.

c. Beaches (Dig behind first dune).

3. Water from plants. View slide 11

a. Cactus. View slide 12 & 13

b. Bamboo and plants. View slide 14

(1) If liquid is clear and colorless itspossibly drinkable.

(2) If liquid is cloudy or milky,discard/undrinkable.


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1.4-6

4. Solar devices. View slide 15

a. In-ground still. View slide 16

(1) Dig hole 15 X 15 X 15.

(2) Place container in the center.

(3) Line walls with green vegetation.

(4) Place a single layer of plastic overhole.

(5) Place dirt around edges.

(6) Put weight in middle of plastic.

b. Transpiration bag. View slide 17

(1) Place plastic bag over vegetation.

(2) secure bag so it is airtight.

(3) Tie down to allow water to collect.

c. Vegetation bag. View slide 18

(1) Place large amounts of vegetation in bag.

(2) Secure bag so it is airtight.

(3) Place on the ground in the sun.


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1.4-7

7. Storage containers.

5. Purification. View slide 19

a. Water produced by live plants requires nofurther treatment.

b. All other water sources should be purified.

(1) Boiling (boil water for 10 minutes).

(2) Iodine tablets.

(a) Fill container with clearest wateravailable.

(b) Put two purification tablets perquart of water. Ensure that thetablets are steel grey in color andnot stuck together.

(c) Wait 5 minutes then shake well,Let it sit for 30 minutes.Total purification time is 35Minutes.

(3) Liquid iodine: Eight drops to a quart ofwater.

(4) Liquid bleach: Two drops to a quart of

water.6. 3 Level Water Filter

a. Top Level- Grassb. Middle- Sandc. Bottom- Charcoal

View slide 20

View slide 21


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a. Flask.

b. Water bag.

c. LPU bladder.

d. Anti-exposure suit and/or G-suit.

e. Raft.

f. Helmet.

g. Natural.

8. Water and food aversion. View slide 22

a. Exposure to stranger foods and water prior tosurvival episode.

b. Eat local foods and water prior to survivalepisode.

View slide 23 & 24

C. Identify food sources. View slide 25

1. fish procurement: Best times to fish. View slide 26

a. Early morning.

b. Late afternoon.


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2. Fish with toxic flesh.

a. Avoid salt water fish that: View slide 27

(1) Inflate.

(2) Have spines.

(3) Have large heads with small bodies.

(4) Have slimy skin.

(5) Look strange.

(6) Have teeth bigger than you.

View slide 28

View slide 29

View slide 30

View slide 31

View slide 32

View slide 33

b. Symptoms.

(1) Appear within one hour.

(2) Stinging or numbness in mouth.

(3) Nausea, stomach pain, headache anddizziness.


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c. Treatment.

(1) Induce vomiting.

(2) Eat powdered charcoal.

(3) Rest.

8. Edible food sources. View slide 34

a. Rations.

b. Plants and animals.

View slide 35

View slide 36

9. Amphibians and reptiles. View slides 37 and 38

a. Alligators and turtles.

(1) Must skin and gut before cooking.

b. Snake identification

(1) Nonpoisonous snakes.

(a) U shaped heads.

(b) Round pupils.

(c) Double row of scales from analopening aft.

(2) Poisonous snakes.

View slide 39

View slide 40



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1.4-11

(a) V shaped heads.

(b) Cats-eye pupils.

(d) Single row of scales from analopening aft.


(3) Coral snakes.

(a) Small head.

(b) End of snout black followed by broadyellow band.

(c) Body completely encircled by black,yellow, and red rings.

(d) Red rings bordered by yellow rings.

View slide 45

c. Snake procurement. View slide 46

(1) All snakes are edible.

(2) Use a fork stick to pin head down.

(3) Cut off head.

(4) Bury head 8 to 10 inches in ground.

(5) Never handle live snakes in a survivalsituation.



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1.4-12

d. Skinning and gutting.

(1) Be aware that poisonous snakes bear youngalive (Unborn snakes are very poisonous).

(2) All snakes must be skinned and guttedprior to cooking.

(a) After head has been removed, graspskin at neck and pull off skin likeremoving your socks.

(b) Remove entrails.

(3) Use entrails for fish bate.

e. Cooking.

(1) Snake meat spoils rapidly.

(2) Cook as soon as possible.

f. Injected toxins (snake bites).

(1) Nonpoisonous symptoms.

(a) Puncture wounds.



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1.4-13

(2) Poisonous (hemotoxic) symptoms.

(a) Puncture wounds.

(b) Extreme pain, swelling, anddiscoloration.

(3) Poisonous (neurotoxic-coral snake)symptoms.

(a) Abrasion wound.

(b) Tingling and numbness at site.

(c) Severe headache.

(d) Dizziness, mental disturbances.

(e) Muscle spasms or twitching.

(f) May take several hours to occur.

g. Snake bite. View slide 47

(1) Nonpoisonous.

(a) Clean with tannic acid or soap andwater.

(b) Apply clean dressing.

(c) Remove rings, watches or anythingwhich may cause problems if swellingoccurs.



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1.4-14

(2) Poisonous snake bite treatment.

(a) Remain clam.

(b) Place restriction band 2-4 inchesabove bite and make tight enough toallow on finger to pass beneath theband without difficulty. DO NOT CUTOFF CIRCULATION.

(c) Clean sit with soap and water ortannic acid.

(d) Remove rings, watches and loosenclothing.

(e) Immobilize affected area by using asplint.

(f) Rest.

View slide 48

(g) Drink plenty of fluids to preventrenal failure.

(h) Anti-venom is the only cure forneurotoxic snakes.

10. Insects. View slide 49

a. Edible insects.

(1) Grass hoppers.



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1.4-15

(2) Grubs.

(3) Caterpillars.

c. Poisonous insects.

(1) Spiders.

(2) Scorpions.

d. People of many cultures consider insectsdelicacies.

e. Insect preparation.

View slide 50

(1) Remove all hard extremities.

(a) Wings.

(b) Legs.

(2) All insects must be cooked.

(a) Parch or boil to kill parasites.

(b) Disguise in stew.

c. Poisonous.

(1) Black widow.

(a) Shiny black with red/orange hourglassshape on underbelly.

View slide 51



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1.4-16

(2) Brown recluse.

(a) Light brown with dark brown fiddleshape on upper back.

View slide 52 & 53

(3) Scorpions.

(a) 1-8 inches in length, with lobster-shaped body and long, thin tail.Black, white, brown, tan or green in

color.(4) Ants.

(b) Irritant and may lead to otherproblems.

View slide 54

11. Birds. View slide 55 thru 57

a. All birds and fresh bird eggs are edible.

b. To retain most nutrients, pluck feathers andcook with skin on.

12. Plant foods are the most available food source to

a survivor.

View slide 58

a. Fruits.

b. Tubers.

c. Stalks.

View slide 59

View slide 60

View slide 61



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1.4-17

d. Seeds. View slide 62

13. Common survival plants. View slide 63

a. Dandelions.

(1) Higher in calories than spinach.

(2) Can be eaten raw or cooked.

(3) Roots eaten cooked.

View slide 64

b. Trees.

(1) Needles high in vitamin C.

(2) Layer underneath bark (cambium).

c. Cattails.

(1) Stocks and Tubers.

d. Prickly pear.

View slide 65 & 66

View slide 67

View slide 68



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1.4-18

(1) Flowers and pods.

14. Edibility of berries (Look if animals or birds areeating them).

View slide 69

a. Blue or black.

(1) Almost all are edible.

b. Red.

(1) 50 Percent are edible.

(2) Berries in dense bunch (raspberry) good.

(3) Single berry,bad.

c. Green or white.

(1) Almost never edible.



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1.4-19

15. Harmful and poisonous plants. View slide 70

a. Mushrooms.

(1) Avoid.

(2) Nutritional value small.

(3) High percentage are edible, hard to tell

good from bad unless you are an expert.

b. Plants with stinging hairs.

(1) Spurge nettle.

(2) Prickly pear.

(a) Various parts are edible, but use

caution.

c. Plants with milky sap.

(1) Plants should be avoided with someexceptions.

(a) Figs (dark red when ripe).

(b) Dandelion.

(c) Sow thistle.

View slide 71

View slide 72

View slide 73

View slide 74



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d. Hemlock-Two types, both found throughoutNorth America.

View slide 75

(1) Poison Hemlock- Carrot or parsley leaves.

(2) Water Hemlock- Found near water or swampyareas.

(a) Both types are extremely poisonousand can be fatal.

(b) Both grow from 2-10 feet high.

View slide 76

e. Poison Ivy, Oak, and Sumac.

(1) All widespread throughout North America.

(2) All cause similar problems (itchiness andblisters).

(3) All have leaves that grow in-groups ofthree (Groups of three, leave them be).

View slide 77 & 78

View slide 79

16. Edibility test procedures. View slide 80 & 81



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1.4-21

a. Select young and tender leaves or parts,

b. Gently rub small portions on exposed tenderskin and check for reaction.

c. Cook if possible.

d. Put small portions on lip or tongue- Check forany stinging, burning or numbness.

e. Chew (do not swallow) small portion for 5minutes.

f. Check for stinging, burning, or numbness.

g. Swallow small portion and wait 8 hours.

h. Swallow slightly larger portion and wait an

additional 8 hours.

i. Only test one plant at a time.

j. Ensure type of plant tested is in abundance inthe area.

D. Cooking methods.



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1.4-22

1. Animal preparation. View slide 82

a. Birds- pluck feathers and cook with skin.

b. Mammals- Gut and skewer on stick (roast overfire).

c. Fish- Scale and gut.

d. Reptiles- Skin and gut.

e. Insects- Burn hair off and remove hard parts.

View slide 83


View slide 89

View slide 90

View slide 91

2. Cooking methods. View slide 92

a. Boiling.

(1) Best method.

(2) Ensures parasites and bacteria aredestroyed.

(3) No nutrients are lost if broth isconsumed.

(4) Cut into small pieces and boil until meat

separates from bone.

View slide 93

b. Roasting.

(1) Skewer meat on green stick and cook overfire.

(2) Hold close to fire initially to char

View slide 94



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1.4-23

outer layer to reduce loss of juices.

c. Baking.

(1) Easiest method because tending is notnecessary.

(2) Constructing baking pit as follows:

(a) Layer of hot coals.

(b) Layer of dirt.

(c) Meat wrapped in leaves.

(d) Layer of dirt.

View slide 95

(e) Layer of hot coals.

(f) Layer of dirt.



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SUMMARY AND REVIEW: View slide 96



APPLICATION:None.

EVALUATION:

None.

ASSIGNMENT:Read AFPAM 36-2246, Chapter 7

1.4-24

LESSON PLAN


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1.5-1

COURSE TITLE: Land Survival June 2004P-9E-1237



LESSON TOPIC: Procurement

ALLOTTED LESSON TIME: 1.0 Classroom.5 Lab


1 Classroom instructor3 Lab InstructorsINSTRUCTIONAL REFERENCE:

1. NAVAIR 00-80T-1012, NATOPS SurvivalManual


3. NAVWEPS 00-80T-56, Survival TrainingGuide

4. Wilderness Survival, Bernard Shanks


INSTRUCTIONAL AIDS:

PowerPoint Presentation


1.0 Upon Completion of this unit ofinstruction the student will demonstratebasic land survival skills without injuryto personnel or damage to equipment.

ENABLING OBJECTIVE:

Completely supported by this lesson topic:

1.17 Identify methods for fish procurement

1.18 Identify types of traps and their usesvarious types of mammals

CRITERION TEST:

Performance Test

Examination JS1490

HOMEWORK: None



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INTRODUCTION










B. State Lesson Objectives. View slide 2

Turn to cover page of Lesson Plan

and paraphrase objectives.


1.5-2



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1.5-3




2. Lesson overview.

a. Lesson Topic:


(1) Animal signs.

(2) Fishing.

(3) Traps.

(4) Snares.


PRESENTATION


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1.5-4

PRESENTATION

A. Procurement Methods.

1. Traps and snares.

2. Hunting. View slide 4

3. Tracking

B. Identify animal signs. View slide 5

1. Trails.

2. Tracks.

3. Droppings.

4. Dens.

5. Feeding grounds

C. Fish Procurement.

1. Primary Methods.

a. Skewer hook.

b. Set line (bush hook).

c. Trot Line.

view slide 6

view slide 7

view slide 8

2. Alternate methods


a Wood spear


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1.5-5

a. Wood spear.

b. Hands.

c. Hand woven nets.

2. Fishing equipment.

a. Hooks

(1) Carry store bought in survival vest(allowed up to 5 lbs. Of additional gearin survival vest).

(2) Make out of wood, pins, rip cord, etc.

b. Line

(1) Carry store bought in vest

(2) Make out of parachute lines, web belts,shoe lace, or plant fibers

c. Bait

(1) Insects, worms, parts of fish.

3. Fish spoilage



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1.5-6

a. Signs.

(1) Odor worsens

(2) Texture becomes slimy

(3) Fish will have a sharp peppery taste

b. Symptoms

(1) Appear within 24 to 48 hours after eating

(2) Nausea, vomiting, temperature, anddiarrhea

c. Treatment

(1) Induce vomiting

(2) Drink water (add charcoal if available)

d. Prevention

(1) Eat fish immediately after catching

(2) Keep fish alive until ready to eat

(3) Smoke or dry until ready to consume

D . Traps and snares view slide 9



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1.5-7

1.Traps and snares are devices that:

a. Tangle

b. Strangle

c. Mangle

(1) Their success rate is approximately 15 to1, and should be introduced to an areabefore arming.

(2) Best time to hunt

(a) Early morning

(b) Late afternoon

2. Snares

a. Carry materials in survival vest

b. Improvised materials from aircraft ( i.eelectrical wire)


3.Rabbit run View slide 10


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1.5-8

a. Loop or noose

(1) Large enough to slip over head but notthe body of an animal

b. Disguise human scent

(1) Rub hands with strong smelling leaves

(2) Spread animal urine over snare area

c. Locating of traps or snares

(1) Place on narrow part of animal trail

(2) Funnel animal into loop

(3) Disturb natural surroundings as little aspossible

4. Traps

a. Scissor traps

(1) Small rodents (squirrels, rats, etc)

(2) Intermediate trigger

View slide 11

View slides 12 through 18

View slides 19 through 21


b. Apache dead fall trap View slides 22 through 25


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1.5-9

(1) Small rodents

(2) Hair trigger

(3) Can add sharpened sticks in ground toensure death

c. Depression era trap

(1) Uses log to deliver death


(3) Small to medium animals (squirrels,raccoons, etc)

(4) Must build pin to direct animal to frontside

d. Bulletproof supply primitive weapons original


(2) Larger animals

(3) Uses rock suspended from tree

(4) Must build pin to direct animal to frontside

View slides 26 & 27

View slides 28 & 29



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1.5-10

e. Figure four trap

(1) Can be made small for small animals

(2) Can be made larger for bigger animals


(4) Does not need animal direction control

View slides 30 & 31


SUMMARY AND REVIEW:


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APPLICATION:A. Assemble students in the arboretum

after short breakB. Give instructional tour and set off

traps

C. Split students into groups andassign them specific stations

D. Instructors will work with studentsto allow hands on experience withtraps, water, shelter, and fire

None.

EVALUATION:

None.

ASSIGNMENT:

None.

1.5-11

LESSON PLAN

COURSE TITLE: Land SurvivalP-9E-1237

June 2004


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1.6-1

P 9E 1237



LESSON TOPIC: Survival Final Exam



1 Classroom instructor.


NAVEDTRA 130A, Task Based CurriculumDevelopent Manual

NAVEDTRA 131A, Personnel PerformanceProfile Based Curriculum.

INSTRUCTIONAL AIDS:

1. Examination and answer sheet for eachstudent.

2. Examination package.


1.0 Upon completion of this unit ofinstruction the student will demonstratebasic land survival skills without injuryto personnel or damage to equipment.

ENABLING OBJECTIVE:

Completely supported by this lesson topic:

1.19 Complete the examination in theallotted time and within the academicstandard.

1.20 Critique all errors on theexamination to 100 percent.

1.21 Complete final course critique.

CRITERION TEST:

Examination JS1490

HOMEWORK: None


INTRODUCTION.


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1. Introduce self, give rank, current job.



4. State Training Time Out policy. Brief students on Training TimeOut indicating specific signalsfor use during swim test.









State why students need to know the lesson

1.6-2


material.


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2. Lesson overview.

a. Lesson Topic: Survival Final Exam.


(1) NATOPS sheet.

(2) Attention and motivation.

(3) Review.

(4) Preview.

(a) Examination.

(b) Critiques.

1.6-3


PRESENTATION


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1.6-4

A. Joint Survival Exam.

1. Complete the Land Survival examination in theallotted time with an 80 % minimum score.

2. Complete all Course Critiques.


SUMMARY AND REVIEW:


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1.6-5



APPLICATION:None.

EVALUATION:

None.

ASSIGNMENT:Review Student Guide.

Documents

land survival survival.pdf